1. Cohort 12 Administrator Orientation Meeting March 3, 2016
School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in Minnesota
Cohort 12 Administrator
Orientation Meeting
March 3, 2016
Minnesota Department of Education PBIS Team
Portions adapted from George Sugai, PBIS National Center

2. MN SW-PBIS Regional Implementation Projects

3. Regional Implementation Partnerships
Northern Regional Coordinator: Regions 1&2, 3, 4, and 5&7
Erin Engness,

4. Regional Implementation Partnerships
Metro Regional Coordinator: Region 11
partnership between MACMH and Metro ECSU
Ingrid Aasan,

5. Regional Implementation Partnerships
Southern Regional Coordinator: Regions 6 & 8, 9 and 10
Bob Braun,

6. Building Capacity of Effective Implementation of SW-PBIS
Team-based training
9 training days over two years
Distributed, team-based implementation of PBIS
Intended to build capacity, skills, competency and beliefs to sustain implementation beyond initial training

7. Sustained Implementation
Perceived Importance
Predictive Variables
Building Administrator Support
Staff Buy-in
Fidelity
Data
Teaming
Resources
Stakeholder Involvement
Training
SWPBIS Philosophy
Motivation
District Support
Team use of data
Collect, Inform Decisions, Shared w/ staff, etc.
Capacity Building
Internal and external coaching, Professional Development, etc.
School Priority
Administrative/staff support, buy-in, perceived efficiency
District Priority
Explicit funding and policy, promoted to outside organizations
Animation to identify significant overlap – basically each of the top 7 items perceived as important showed up in the statistical model.
Animate: highlght left list 1 and 2)Those factors perceived to be the most important (Admin support and staff buy in, resources and involvement) are absolutely important for sustainability, but they probably aren’t enough on their own (animation: highlight right list #3, #4). Remember, School and District Priority weren’t independent predictors, but it makes sense that they are strongly associated (i.e., very helpful for supporting, securing, etc) INSERT most significant highlight animation for right list #1 and #2 – the two factors that were most predictive of sustained implementation.
McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors related to sustained implementation of School-wide Positive Behavior Support. Exceptional Children, 79,

8. State Level Updates Press release from Commissioner's roundtable here.
Impact of Positive Behavioral Interventions and Supports – PBIS
Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent of Minnesota districts, yet account for approximately 62.1 percent of the decrease in suspensions!
PBIS praised by our Education Commissioner Cassellius:
“It is truly remarkable that we can attribute a majority of the decreases in suspensions to schools using PBIS. These schools understand that suspensions are not an effective measure of discipline, and often cause a child to fall behind in class. I want to thank Governor Dayton for recognizing the importance of this work and including it in his budget proposal.”
Education Minnesota President Denise Specht’s Statement:
“The program called ‘Positive Behavioral Interventions and Supports’ has produced promising results in districts where it has been implemented with sufficient training and support for the teachers and other staff members.”

9. By the Numbers…………. # of Districts/Charters in MN PBIS to date = 189
# Schools in MN PBIS to date = 543
% of MN schools PBIS = 27%
# Students impacted by SW-PBIS = 247,009
The percentage of students served is 29.5%

10. 543
This is

11. School-wide Evaluation Tool (SET) Results in Training - Cohorts 5-10
Our training trends in Minnesota continue and remain consistent. Remind administrators that we will be using a different fidelity measure, the TYFI, but we will continue to monitor fidelity across the training.
Over two years of training and coaching support, we help our schools get to full implementation of school-wide PBIS with fidelity.

12. School Level Implementation Occurs in Stages
Stages of Implementation:
Exploration
Installation
Initial Implementation
Full Implementation
Sustainability
2 – 4 Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 12

13. What “administrative support” looks like to staff
Make public statements of support for PBIS
Establish, written or otherwise, that PBIS implementation is a top priority
Motivate staff to take up the charge
Allocate resources
Participate in process planning or implementation activities
Lohrmann, S., Forman, S., Martin, S., Palmieri, M., (2008). Understanding School Personnel’s Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention. Journal of Positive Behavior Interventions, 10(4),
Participants believed that without administrative direction, planning and implementation activities would flounder and, ultimately, not sustain beyond technical assistance support.

14. Assurances & Commitments of Districts continued:
Superintendent endorsement and supports Administrator's attendance at training
Improving school climate/behavioral outcomes is 1 of the top 3 district/school goals and plan initiated
Staff commitment to implement SW-PBIS with buy-in 80%

15. Assurances & Commitments of Districts continued:
District-level PBIS Leadership Team and District Coordinator identified (>1 schools)
PBIS Coach identified and time allocated for training
Administrators have participated in an awareness presentation and understand that the training commitment is 2 years, but implementation is a long-term commitment

16. Assurances & Commitments of Districts continued:
Principal or assistant principal will be active participant
Attend Administrator’s Meeting March 3rd
Attend Team Training
Year 1 = Six (6) days
Year 2 = Three (3) days
District commits to provide staff development time and allocated resources

17. Assurances & Commitments of Districts continued:
Schools collect and report data per Data Reporting Cycle
Data system in place for progress monitoring
Discipline referral form/process for decision making
SWIS or equivalent data system for BIG 5
SWIS facilitator-contact RIP to set up
Agree to permit MN PBIS to share outcome data

18. Data Calendar at a Glance

19. Next steps for being ready…
Contact RIP with any follow up questions
Go to pbisMN.org for posted information on “Regional Implementation Projects” page
SWIS set-up information
Establishing Local Coordinator for PBIS Assessment
Team Training Calendar

20. Fall : August 9 & 10, 2016 Winter: November 15 & 16, 2016
Minnesota SW-PBIS Training dates for NORTH Cohort 12 - Year 1
Fall : August 9 & 10, 2016
Winter: November 15 & 16, 2016
Spring: March 14 & 15, 2017

21. Fall : August 10, 2017 Winter: November 16, 2017
Minnesota SW-PBIS Training dates for NORTH Cohort 12 - Year 2
Fall : August 10, 2017
Winter: November 16, 2017
Spring: March 15, 2018

22. Fall : August 4 & 5, 2016 Winter: November 3 & 4, 2016
Minnesota SW-PBIS Training dates for SOUTH Cohort 12 - Year 1
Fall : August 4 & 5, 2016
Winter: November 3 & 4, 2016
Spring: March 23 & 24, 2017

23. Fall : August 3, 2017 Winter: November 2, 2017 Spring: March 22, 2018
Minnesota SW-PBIS Training dates for SOUTH Cohort 12 - Year 2
Fall : August 3, 2017
Winter: November 2, 2017
Spring: March 22, 2018

24. Fall : August 9 & 10, 2016 Winter: November 8 & 9, 2016
Minnesota SW-PBIS Training dates for METRO Cohort 12 - Year 1
Fall : August 9 & 10, 2016
Winter: November 8 & 9, 2016
Spring: February 21 & 22, 2017

25. Fall : August 7, 2017 Winter: November 6, 2017
Minnesota SW-PBIS Training dates for METRO Cohort 12 - Year 2
Fall : August 7, 2017
Winter: November 6, 2017
Spring: February 26, 2018

26. For More Information on PBIS
National PBIS Center:
Minnesota PBIS website:
Questions for PBIS Management Team at Minnesota Department of Education:

27. Welcome Aboard Cohort 12 Administrators!